Enter your e-mail address: how German Internet users manage their e-mail addresses.

Writing E-mail is the most popular Internet activity. Meanwhile, many people have more than one E-mail address. The question how people manage their E-mail addresses, more specifically, whether they use them deliberately for different purposes, is the central question of this paper. E-mail addresses vary in the amount of identifying information they convey (e.g., name, gender, status). It is proposed that the amount of identifying information an email address contains is a predictor of usage for a specific purpose. However, it is assumed that not all people choose email addresses in a rational way, according to the optimal fit between amount of identifying information and purpose of the E-mail. Thus, the role of other factors is tested as well. An online survey on German Internet users showed that it is common to have more than one E-mail address. Especially free webmail addresses (freemail) are extremely popular. People used more anonymous E-mail addresses when they expected spam or were concerned about privacy. However, there were also interindividual differences in the management of E-mail addresses.     

Self-activation is a two-edged sword: The effects of I primes on cooperation

Two studies examined the influence of I primes on cooperative behavior. Two contrasting hypotheses were tested, using prosocial allocations (Experiment 1) and behavior in a give-some dilemma (Experiment 2) as dependent variables and assessing subjects’ social value orientation. The self-activation hypothesis (Verplanken & Holland, 2002) predicts that social value orientation influences behavior to a stronger degree when activated. That is, proselfs should behave less cooperatively, whereas prosocials should behave even more cooperatively in an I prime condition. The independent self-construal hypothesis (e.g., Gardner, Gabriel, & Lee, 1999) predicts a stronger concern for one’s own outcome and less cooperative behavior for individuals with an activated independent self-construal. In both studies an interaction between priming and social value orientation occurred, supporting the self-activation hypothesis. Implications for the importance of social cognitive processes underlying cooperative behavior, as well as, implications for research on independent vs interdependent self-construals are discussed.     

Dynamic Epistemic Logics of Diffusion and Prediction in Social Networks

Studia Logica - We take a logical approach to threshold models, used to study the diffusion of opinions, new technologies, infections, or behaviors in social networks. Threshold models consist of a...     

Glucocorticoid receptor antagonists: new tools to investigate disorders characterized by cortisol hypersecretion

Increased cortisol levels have been observed in patients suffering from a number of metabolic and psychiatric disorders. In some of these disorders a causal relationship has been suggested between the increased cortisol secretion and the observed clinical phenomena. Glucocorticoid receptor antagonists which block cortisol effects might have a benefit in both the diagnosis and treatment of these disorders. Selective glucocorticoid receptor antagonists with in vivo potency have not been described thus far, partly due to the similarity between the glucocorticoid and progesterone receptors. In the present studies, we report on three different chemical classes derived from the glucocorticoid/progestagen antagonist RU486. Selected compounds from the classes 11-monoaryl steroids, 11,21-bisaryl steroids and 11-aryl, 16-hydroxy steroids proved to be selective glucocorticoid receptor binders with in vivo antagonistic activity. Most compounds were able to pass the blood-brain barrier. These compounds offer the opportunity to investigate and possibly treat patients with a disturbed hypothalamus-pituitary-adrenal axis without side effects caused by an antiprogestagenic action.     

Ethical Issues in Cancer Genetics: 1) Whose Information Is It?

This article presents and discusses four clinical cases that exemplify the complexity of ethical dilemmas concerning the provider's obligation to disclose or withhold genetic information from patients. Case 1: What is the responsibility of the cancer genetics provider to ensure that a positive test results is shared with distant relatives? Case 2: To ensure that results go to at-risk relatives, do we have the right to ignore the wishes of the designated next-of-kin? Case 3: Do we have the right to reveal a familial BRCA1 mutation to a patient's relative, who is at 50% risk? Case 4: Do we have an obligation to reveal that a patient is not a blood relative and therefore, not at risk to have inherited a familial mutation? These cases form the basis for discussing the provider's dual obligations to keeping patient confidentiality and informing patients and families about risk (i.e. duty to warn). We also provide a summary of consensus points and additional discussion questions for each case.     

Supervision of Psychosocial Skills in Genetic Counseling

Little has been written about how genetic counseling supervisors can help students develop psychosocial skills in their clinical rotations. The authors describe several approaches supervisors can use, ranging from preventive measures (e.g., normalizing anxiety), to skill-enhancing interventions (e.g., modeling and thinking aloud), to more direct approaches (e.g., immediacy, confrontation) that may be necessary for students who are reluctant, or even resistant, to using psychosocial skills with their clients.     

Evidence for retarded extinction of aversive learning in anxious children

The habituation to intense acoustic stimuli and the acquisition of differentially conditioned fear were assessed in 53 clinically anxious and 30 non-anxious control children and young adolescents. Anxious children tended to show larger electrodermal responses during habituation, but did not differ in blink startle latency or magnitude. After acquisition training, non-anxious children rated the CS+ as more fear provoking and arousing than the CS- whereas the ratings of anxious children did not differ. However, anxious children rated the CS+ as more fear provoking after extinction, a difference that was absent in non-anxious children. During extinction training, anxious children displayed larger blink magnitude facilitation during CS+ and a trend towards larger electrodermal responses, a tendency not seen in non-anxious children. These data suggest that extinction of fear learning is retarded in anxious children.     

Age-of-acquisition effects in native speakers and second-language learners

Two lexical decision experiments were conducted to study the locus of age-of-acquisition (AoA) effects in skilled readers with English or Dutch as their first language. AoA effects have generally been explained in terms of phonological processing. In Experiment 1, Dutch elementary school and secondary school students were presented with words factorially manipulated on surface frequency and AoA). Two main effects and an interaction were found, confirming findings reported for English speakers by Gerhand and Barry (1999). In addition, a language development effect was established: AoA effects decreased with reading age. Elementary school students showed the largest AoA effects. Experiment 2 used two groups of subjects. The first group consisted of Dutch students enrolled in a master's degree program in English. The second group consisted of native speakers of English. All subjects were presented with the experimental set of words used by Gerhand and Barry (1999). British subjects showed the same response pattern as reported by Gerhand and Barry (1999). The question of interest was whether Dutch subjects would show an AoA effect on the English set or not. The answer was affirmative. Dutch subjects produced identical response patterns as the British group, showing only an overall 94-msec latency delay. This result challenges predictions of the phonological completeness hypothesis. Alternative accounts in terms of semantic processing are discussed.